This study investigated the effectiveness of clinical education based on student assessments in the 1997 academic year. Altogether twenty-three courses, five clinical courses and 18non-clinical courses, were evaluated. Fifty-six clinical instructors in seven medical institutes of which 43 were full-time hospital employees and 13 had full-time appointments from a university, were assessed by students. The teaching effectiveness of each instructor was evaluated according to teaching attitude, course content, teaching method, and overall assessment. The course assessment was computed by averaging the teaching effectiveness of all the instructors. The last part was a self-evaluation by students and consisted of six questions of Likert-scale. Descriptive statistics and nonparametric statistical tests were used in this study. Results demonstrated that more students felt highly satisfied and satisfied with the full-time university faculty (p<0.05). The proportion of highly satisfied and satisfied towards the clinical experiences in medical center or regional hospital level was not significantly different. An average of 46% of students felt highly satisfied with clinical courses compared to 26.8% for academic courses (p<0.05). About 81.7% students felt the loading of clinical work was appropriate. The perception of loading was significantly associated with the time spent in reading/studying and the interest before and after the clinical practicum. The prior preparation for practicum was associated with the interest before and after the practicum. The interest on contents before and after the clinical practicum was highly correlated (r=0.713).
This study investigated the effectiveness of clinical education based on student assessments in the 1997 academic year. Altogether twenty-three courses, five clinical courses and 18non-clinical courses, were evaluated. Fifty-six clinical instructors in seven medical institutes of which 43 were full-time hospital employees and 13 had full-time appointments from a university, were assessed by students. The teaching effectiveness of each instructor was evaluated according to teaching attitude, course content, teaching method, and overall assessment. The course assessment was computed by averaging the teaching effectiveness of all the instructors. The last part was a self-evaluation by students and consisted of six questions of Likert-scale. Descriptive statistics and nonparametric statistical tests were used in this study. Results demonstrated that more students felt highly satisfied and satisfied with the full-time university faculty (p<0.05). The proportion of highly satisfied and satisfied towards the clinical experiences in medical center or regional hospital level was not significantly different. An average of 46% of students felt highly satisfied with clinical courses compared to 26.8% for academic courses (p<0.05). About 81.7% students felt the loading of clinical work was appropriate. The perception of loading was significantly associated with the time spent in reading/studying and the interest before and after the clinical practicum. The prior preparation for practicum was associated with the interest before and after the practicum. The interest on contents before and after the clinical practicum was highly correlated (r=0.713).
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